This study is an investigation of the congruence in methodology between out-comes based education and environmental education. EE and OBE advocate for an integration of educational approaches and methodology. The focus being the introduction of integrated cross-curricula approach to education. Questionnaires were administered to educators in the sampled schools in order to get the understanding and perceptions of educators about the compatibilty of EE and OBE methodologies. The hypothesis: OBE in South African Education allows for the implementation of EE methodologies. The finding is that common approaches i.e. interdisciplinary and cross-curricular approaches and similar methods are used in OBE and EE. Several proposals were made: There should be workshops, support and mentoring approaches to EE and OBE. Resources should be available to educators and learners and there should be research on OBE and EE methodologies should be made / This study is aimed at examining the compatibility in methodology and approaches of South African Out-comes Based Education and Environmental Education. Data collection was based on questionnaires administered to the primary school educators in the Rustenburg District. Extensive knowledge was gained concerning the nature, approaches and methodologies of Environmental Education and Out Comes Based Education. The educators' understanding of the compatibility or degree of agreement between OBE and EE methodologies, approaches and methods was examined. Problems related to the methodological incompatibility of EE and OBE are identified and solutions are proposed. The core of this study is to examine the compatibility between OBE and EE in terms of approaches and methodologies. It is noted by this study that compatibility between EE and OBE, is not without problems. This study will make valuable contributions to examine the extent of OBE as a curriculum policy for addressing methodological issues raised by EE. / Educational Studies / M.Ed.(Environmental Education)

The purpose of this study was to determine what activities and practices prejudice water conservation in the Steelpoort area. Using this information, context specific environmental education programmes were designed for various sectors of the community. A qualitative research approach was used. Respondents who provided information through interviews and questionnaires included school principals and educators, non-teaching staff members, learners and adult community members. The theory developed from the literature review facilitated the development of qualitative research for the study. The research identified certain activities and practices that contribute to the unsustainable use of water in the area. The respondents suggested that consumers generally need to acquire knowledge and skills that will enable them to effectively conserve and utilise water. Specific programmes intended to meet the needs of the various categories of consumers that will facilitate water conservation and its sustainable use were designed as an outcome and recommendation of the research. / Educational Studies / M.Ed. (Environmental Education)

Studies have shown that most teachers in South Africa have no background in Environmental Education (EE), have not received pre-service training in EE and very little teacher education has taken place in EE. The Revised National Curriculum Statements emphasise the infusion of EE in all learning areas. There is, however, a problem whether there is a need for professional development of teachers for effective EE. The main aim of this study is to enable teachers to acquire knowledge and skills to infuse EE in all learning areas. The study gathered data through literature review from primary and secondary sources. The questionnaire was developed as a research tool and was sampled to 216 Tshwane North District Office teachers. The collected data are analysed by using the frequency tables indicating percentage of respondents in each category. The study recommends the professional development of teachers for effective implementation of EE in schools. / Educational Studies / M.Ed.

The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies. / Educational Studies / M.Ed. (Environmental Education)

The investigation used the Ecological Footprint as an educational tool to assist Environmental Management and Water Care learners at Technikon Northern Gauteng, Soshanguve learners in gaining insight in their consumption of natural renewable and non-renewable resources and generation of wastes. In addition, it also aimed to assist them in understanding the ecological impacts of their behavior on the available international and national productive land and thus on planet earth. The results of the investigation indicated a significant decrease in the post-test questionnaire knowledge, attitude, and behaviour scores of the learner group. The implication however was clear; the Ecological Footprint did not directly have an effect on the attitude and behaviour of the learners but indirectly influenced the knowledge base of the learners, which then should have an impact on their attitude and behaviour over time. The Ecological Footprint could thus be an educational tool that could be incorporated into the curricula of the two academic programs at TNG, viz Water Care and Environmental Management for increasing knowledge and improving the attitude and behaviour of learners towards a more sustainable lifestyle. / Educational Studies / M.Ed.(Environmental Education)

Studies have shown that world heritage sites are regarded as environmental education (EE) resources. However, environmental activities are not integrated with the National Curriculum Statement (NCS) because the heritage educator and guides are not trained in EE, the heritage educator do not liaise with the Department of Education (DoE) especially the curriculum implementation unit and World Heritage Youth Forum. The purpose of this study is to establish the role that world heritage sites can play to provide adequate access to appropriate EE resources since this is a problem that hampers successful implementation of EE. The study gathered data through observation, document analysis, interviews and questionnaire. The data analysis was based on an inductive process that builds concepts. The study recommends training of heritage educator and guide in EE, heritage educator to liaise with Department of Education especially the curriculum implementation unit and the World Heritage Youth Forum to ensure effective implementation of environmental activities at the site. / Educational Studies / M. Ed. (Environmental Education)

The Johannesburg World Summit on Sustainable Development in 2002 reaffirmed the school as the centre of change and as critical for promoting sustainable education. The purpose of this research was to assess, firstly, how the Eco-Schools Programme can achieve whole school development by implementing sustainability education, and secondly, the feasibility of its incorporation into the formal school system. It examined what impact the South African Eco-Schools Programme, since 2003, has had on the implementation of sustainable education through whole school development. The qualitative evaluation research design was used and data was collected through interviews, questionnaires and narratives that included all role players. It noted the strengths of the programmes already in place and identified the challenges that still need to be addressed. The outcome of the study proves that the Eco-Schools Programme does achieve whole school development by implementing sustainability education and should be incorporated into the formal education system. / Further Teacher Education / M.A. (Education)

The purpose of this study was to determine what activities and practices prejudice water conservation in the Steelpoort area. Using this information, context specific environmental education programmes were designed for various sectors of the community. A qualitative research approach was used. Respondents who provided information through interviews and questionnaires included school principals and educators, non-teaching staff members, learners and adult community members. The theory developed from the literature review facilitated the development of qualitative research for the study. The research identified certain activities and practices that contribute to the unsustainable use of water in the area. The respondents suggested that consumers generally need to acquire knowledge and skills that will enable them to effectively conserve and utilise water. Specific programmes intended to meet the needs of the various categories of consumers that will facilitate water conservation and its sustainable use were designed as an outcome and recommendation of the research. / Educational Studies / M.Ed. (Environmental Education)

Studies have shown that most teachers in South Africa have no background in Environmental Education (EE), have not received pre-service training in EE and very little teacher education has taken place in EE. The Revised National Curriculum Statements emphasise the infusion of EE in all learning areas. There is, however, a problem whether there is a need for professional development of teachers for effective EE. The main aim of this study is to enable teachers to acquire knowledge and skills to infuse EE in all learning areas. The study gathered data through literature review from primary and secondary sources. The questionnaire was developed as a research tool and was sampled to 216 Tshwane North District Office teachers. The collected data are analysed by using the frequency tables indicating percentage of respondents in each category. The study recommends the professional development of teachers for effective implementation of EE in schools. / Educational Studies / M.Ed.

The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies. / Educational Studies / M.Ed. (Environmental Education)